研究者業績

ピナー リチャード

Pinner Richard S.  (Richard S. Pinner)

基本情報

所属
上智大学 文学部英文学科 准教授
学位
言語学・英語教育 博士号(2017年9月 ウォリック大学)
言語学・英語教育 修士号(2010年9月 キングスカレッジロンドン)
美術 ・ 英文学 BA(2003年9月 リーズ大学)

連絡先
rpinnersophia.ac.jp
通称等の別名
ピナー・リチャード
研究者番号
50742920
ORCID ID
 https://orcid.org/0000-0001-7920-7765
J-GLOBAL ID
201301096499286404
Researcher ID
M-2911-2013
researchmap会員ID
7000004643

外部リンク

(研究テーマ)
言語教育と学習における真正性とモチベーション


論文

 46
  • Richard J Sampson, Richard S Pinner
    The Routledge Handbook of Language Teacher Action Research 219.0-228.0 2024年12月2日  査読有り
  • Richard S. Pinner, Judith Hanks
    Journal for the Psychology of Language Learning 2023年12月21日  査読有り筆頭著者
  • Richard J. Sampson, Richard S. Pinner
    Journal for the Psychology of Language Learning 5.0(2) 2023年12月21日  査読有り
  • Richard J. Sampson, Ema Ushioda, Richard S. Pinner, Sal Consoli
    Language Teaching 56(3) 438-441 2022年10月19日  
  • Pinner, Richard
    英文学と英語学 = English literature and language (58) 67-77 2022年2月1日  
  • Shinichi Izumi, Richard Pinner
    Soft CLIL and English Language Teaching 167.0-177.0 2021年8月24日  
  • Richard Pinner
    Soft CLIL and English Language Teaching 103.0-120.0 2021年8月24日  筆頭著者
  • Makoto Ikeda, Shinichi Izumi, Yoshinori Watanabe, Richard Pinner, Matthew Davis
    2021年8月24日  
  • Makoto Ikeda, Richard Pinner
    Soft CLIL and English Language Teaching 1.0-8.0 2021年8月24日  
  • Darío Luis Banegas, Richard S. Pinner, Ignacio Daniel Larrondo
    TESOL Quarterly 56.0(2) 445.0-473.0 2021年8月4日  査読有り
    <jats:title>Abstract</jats:title><jats:p>This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student‐teachers’ funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban‐Guitart’s (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student‐teachers’ trajectories in language teacher education.</jats:p>
  • Darío Luis Banegas, Richard S. Pinner
    The Psychological Experience of Integrating Content and Language 266-282 2021年1月1日  査読有り
  • Richard S. Pinner, Richard J. Sampson
    TESOL Quarterly 55.0(2) 633.0-642.0 2020年7月2日  査読有り筆頭著者
    <jats:p>Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐research nexus by advocating more practitioner‐based research which can provide emic and contextually situated insights into the language classroom.</jats:p>
  • (45) 39-42 2020年  
  • Richard S. Pinner
    Educational Action Research 29(3) 500-502 2019年12月20日  
    This is actually the second time I have read this book, as it came out in 2017 when I was just finishing my PhD which used Exploratory Practice (EP) as one of the main pedagogical methodologies for...
  • Richard S. Pinner
    2019年  査読有り筆頭著者
  • Richard Pinner
    New Writing 16(1) 77-79 2018年7月16日  筆頭著者
  • Richard S. Pinner
    Educational Action Research 26(1) 91-105 2017年4月10日  査読有り筆頭著者
    AbstractThis inquiry had two primary aims; firstly to evaluate the feasibility of using autoethnography to gain an informed and more descriptive view of past teaching experiences and secondly to understand more about the experience of a teacher’s professional development in order to become a more reflective practitioner. This paper presents a narrative examining my experience of one of the high-points of my professional career as a language teacher. Through this inquiry I came to realise that I had begun a process of ‘mythologising’ this particular class, specifically by inadvertently foregrounding the final video project produced by one group of learners at the expense of a more holistic reflection. Autoethnography was employed as a means of re-examining the experience more methodically, thus benefiting my current practice whilst also exploring the usefulness of the research method. The findings highlight both the advantages and potential problems of narrative methods of inquiry and self-reflection.
  • Pinner, Richard
    Lingua (27) 61-79 2017年2月20日  
    第1部: 論文編
  • Richard S. Pinner
    2016年12月31日  
  • Richard Pinner
    Language Teaching Research 20(2) 181-195 2016年3月  査読有り
    <jats:p> In this article I outline how and why I have established a self-assessment system for class participation scores in an English-speaking skills course at a Japanese university. I explain how my experience with one particular student, who personally admitted to having abused the system, led me to realize that elements from Yin and Yang have been playing an important part in my beliefs as a teacher, helping me to improve my self-assessment system and further reflect on my practice. Narrative inquiry is employed as both the primary means of collecting and analysing data, although as this is Exploratory Practice inquiry I triangulate my narrative using other sources arising from pedagogically generated materials and my own teaching journal. Through this inquiry I came to realize that sometimes bad experiences and overcoming difficulties can actually become good learning experiences if the right attitude is employed. In trying to deal with one particularly problematic student I was able to identify problems with the design of my assessment system, and thus make changes which improved the course for all participants. I believe I was more reflexive and alert to these improvements because of the Exploratory Practice inquiry that I was conducting. I was also able to identify how I placed special emphasis on issues of trust and taking responsibility, which I now recognize as having been central justifications for designing the self-assessment system in the first place. </jats:p>
  • Robert J. Lowe, Richard Pinner
    Applied Linguistics Review 7(1) 27-52 2016年2月25日  
    <jats:title>Abstract</jats:title><jats:p>Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. This paper extensively reviews the literature on native-speakerism and authenticity and outlines where the connections between these two concepts, both practical and theoretical, may lie. Native-speakerism and authenticity are first briefly introduced and contextualised separately, and a theoretical framework is then presented to explain the connections between them based on the key foundational topics of authority, culturism, and cultural capital. Following this, the paper moves on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination, and how these are both influential on, and propagated by, the sales rhetoric of the ELT industry. Finally some suggestions are given for possible avenues of future research.</jats:p>
  • Pinner, Richard
    英文学と英語学 = English literature and language (52) 33-48 2016年2月1日  
  • Pinner, Richard Stephen
    Modern English Teacher forthcoming 2015年  筆頭著者
  • Richard Pinner
    English Today 30(4) 22-27 2014年11月11日  査読有り筆頭著者
    The choice of what materials to use in the language classroom is perhaps one of the most fundamentally important and difficult decisions teachers and those responsible for choosing textbooks are faced with. Authenticity is often seen as a desirable component in the content we select and adapt for our language learners, and it has been shown that authentic materials are more motivating, even for low-level learners (Peacock, 1997). The term authentic is often used to describe materials which were not originally designed for the purpose of language learning, but that were designed to have some purpose within the target language culture, such as a newspaper or novel. An unfortunate consequence of this is that authenticity is still often defined in reference to the target language's ‘native speakers’ or L1 community, particularly in EFL contexts, or what Kachru (1985) would label the Outer Circle communities. In other words, where English is taught as a foreign language, both teachers and students often regard ‘native-speakers’ as being the ideal model and therefore an example of authenticity. For example, Tan (2005) criticises corpora investigations of learner English for holding the view that authentic language use is equivalent to ‘native-speaker’ usages. She goes on to criticise not only corpus research but also textbook publishers for still not taking into account ‘the inextricable link between language and culture’ (2005: 127). In the academic world, culturally embedded notions of authenticity relating to ‘native-speakers’ have been challenged for decades (Smith, 1976). And yet I would argue that in mainstream textbooks and in most EFL language classrooms the native speaker still retains a ‘privileged position’ (Clark &amp; Paran, 2007: 407). As Widdowson (1996: 68) puts it:Authenticity concerns the reality of native-speaker language use: in our case, the communication in English which is realized by an English-speaking community. But the language which is real for native speakers is not likely to be real for learners […] They belong to another community and do not have the necessary knowledge of the contextual conditions which would enable them to authenticate English in native-speaker terms. Their reality is quite different.
  • Richard Pinner
    英文学と英語学 50(50) 65-75 2014年2月  査読有り
  • Lowe, Rober, Turner, Matthew, Schaefer, Matthew, Pinner, Richard, Stephen
    Stephen Krashen, Authenticity, and Language Teaching in UK Schools (11) 2014年  
  • Richard Pinner
    英文学と英語学 51(51) 23-38 2014年  査読有り
  • Pinner, Richard Stephen
    English Language Teacher Education and Development 16(1) 9-17 2014年  査読有り
  • Pinner, Richard Stephen
    Asian EFL Journal 15.0(4) 138.0-159.0 2013年8月1日  査読有り
  • Ikeda, Makoto, Pinner, Richard Stephen, Mehisto, Peeter, Marsh, David
    International CLIL Research Journal 2.0(1) 2013年  査読有り
  • Pinner, Richard Stephen
    International CLIL Research Journal 2.0(1) 44.0-54.0 2013年  査読有り招待有り
    This paper examines the various and problematic definitions of the term ‘authenticity’ with regards to CLIL and mainstream language pedagogy. Using questionnaires, teaching journals and in-class group interviews with students from a variety of different CLIL courses, this paper outlines a small-scale study conducted in Japan to examine CLIL students’ own perceptions of authenticity within language teaching and the relationship between content and authenticity. It also examines the students’ learning aims in an attempt to establish whether there was any preference in terms of content knowledge or language acquisition. Results indicated that, just as CLIL is defined as having ‘dual focused aims’ (Marsh, 2002), the students likewise held both content and language to be equally important. Content was also found to be the most important aspect in defining authenticity. Students expressed dissatisfaction with previous grammar-translation based instruction and advocated a more authentic and content-driven approach to language learning.
  • Pinner, Richard Stephen
    CLIL: New Challenges in Foreign Language Education 2 2012年  
  • Richard Pinner
    Procedia-Social and Behavioral Sciences 34 188-192 2012年  査読有り
  • Pinner, Richard Stephen
    JACET ESP Annual Report 14(14) 24-33 2012年  査読有り招待有り
  • Pinner, Richard Stephen
    Modern English teacher 20(3) 2011年  
  • Pinner, Richard Stephen
    English Teaching Professional (73) 2011年  
  • Pinner, Richard Stephen
    CALL Review 2011(Summer) 2011年  
  • Pinner, Richard Stephen
    Studies in self-access learning 2(3) 2011年  
  • Pinner, Richard Stephen
    Modern English teacher 20(1) 2011年  
  • Pinner, Richard Stephen
    Modern English teacher 19(4) 2010年  
  • Pinner, Richard S.
    Modern English teacher 19(4) 2010年  
  • Pinner, Richard Stephen
    IATEFL Conference Selections: 44th International Conference 2010 2010年  
  • Pinner, Richard S.
    Elt Journal 63.0(4) 390.0-392.0 2009年  査読有り
    This is a feature in which individuals are invited to express their personal, and sometimes controversial, views on professional issues. These views are not necessarily those of the Editor, the Editorial Panel, or the Publisher. Reaction to Comment features is especially welcome in the form of a letter to the Editor. © The Author 2009. Published by Oxford University Press; all rights reserved.

MISC

 1

書籍等出版物

 6
  • Sampson, Richard J., Pinner, Richard S.
    Multilingual Matters 2021年 (ISBN: 9781788923552)
  • Pinner, Richard S.
    Routledge 2019年 (ISBN: 9780815395188)
  • PINNER RICHARD
    Routledge 2019年
    Authenticity and motivation are very common collocates in discussions surrounding language learning. However, these two concepts have rarely been the focus of empirical inquiry, largely due to their ambiguity and the difficulty of gaining evidence-based insights into the complex nature of their relationship. Similarly, it is commonly acknowledged that teacher motivation is closely linked with student motivation, yet again this idea is hard to research and difficult to examine. This inquiry utilises practitioner research and autoethnography in order to gain rich insights into these phenomena from inside the classroom.
  • PINNER RICHARD
    Palgrave Macmillan 2018年 (ISBN: 9783030020798)
    This book explores the ways in which handheld networked devices can be used to enhance and augment interpersonal communication. The author examines in depth how the addition of visual and multimodal input, access to online search engines and the inclusion of participants from distant geographical locations (either synchronously or asynchronously) affects our face to face interactions. Presenting research data from several years of autoethnographic observation, this balanced work reveals the consequences, both positive and negative, of technology-dependent forms of discourse. In doing so, this sociolinguistic perspective fills a gap in the current literature and indicates possible future directions for the study of augmented communication. It will appeal in particular to students and scholars of sociolinguistics, applied linguistics and digital humanities.
  • PINNER RICHARD
    Multilingual Matters 2016年6月15日
    This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

講演・口頭発表等

 6

担当経験のある科目(授業)

 1

Works(作品等)

 1
  • ピナー・リチャー
    2024年11月24日 芸術活動
    The Bad Boys in the Attic はリチャード・ピナーのデビュー小説である。 幼い頃の恐怖は、目を背けられたまま、暗闇の中で待ち続け、成長していく。 オーリーの人生は普通だ。屋根裏の声を除いては。残酷で、嘲弄的で、あまりにも現実味を帯びている。擦り切れた安心毛布を握りしめる少年から、自分の子供を守ろうと苦闘する父親へと成長するにつれて、彼の過去の影は決して離れようとしない。時間が夢のようにずれ、歪む中、オーリーは屋根裏に潜むものと対峙する。彼は、物理的な恐怖と感情的な恐怖の両方に向き合うことを学ばなければならない。 記憶と時間が砂のように移り変わる中で、『屋根裏の悪い子たち』は、世代を超えて響くトラウマ、現実と想像の曖昧な境界線、そして内なる影に立ち向かうために必要な勇気を探求する。

共同研究・競争的資金等の研究課題

 2

学術貢献活動

 3

社会貢献活動

 1